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72.
Ball-Rokeach S. J.; Power Gerard J.; Guthrie K. Kendall; Waring H. Ross 《Int. Journal of Public Opinion Research》1990,2(3):249-273
This paper is in the tradition of social analysis aimed at creatingframeworks to join mass media and public opinion processes (e.g.Clarke and Evans, 1983; Gamson, 1975; Gitlin, 1980; Hall, 1977;Iyengar and Kinder, 1987; Lang and Lang, 1968, 1983; Lippman,1922; Mollotch and Lester, 1974; Noelle-Neuman, 1974; Paletzand Entman, 1981; Shaw and McCombs, 1977; Turner and Paz, 1986).After a brief review of media system dependency (MSD) theory,we illustrate how it may apply to public opinion processes thatentail contested issue value-frames (Ball-Rokeachand Rokeach, 1987). In such cases, the media system is directlyimplicated in the negotiation of legitimacy of opposing positionson an issue. Our illustrative case is the abortion issue asit has been played out in the United States over recent decades(Luker, 1984). We focus upon the respective capacities of pro-and anti-abortion movements to control the value-frame of mediacoverage of the issue (Guthrie, 1989). A value-frame may beconceived as ... the main substantive theme of a moralityplay (Ball-Rokeach and Tallman, 1979) wherein the distinctionbetween good and bad hangs in thebalance; in this case, between positions on abortion. We suggestthat change in the value-frame of media coverage and publicdiscourse may be understood, at least in part, as an outcomeof change in contestants' MSD relations. 相似文献
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Based on quantitative data from the Norwegian Statistisk Sentralbyrå (Statistics Norway) study of Mosjon, Friluftsliv og Kulturaktiviteter, this paper explores trends in Norwegians' participation in sports, with a focus on young people. Norway boasts particularly high levels of sports participation as well as sports club membership and young Norwegians are the quintessential sporting omnivores. Among other things, the Statistics Norway study reveals substantial increases in participation (among young people and females especially) during the period 1997–2007, a shift in the peak of participation to the late teenage years, a relatively high level of lifelong participants, a re-bound effect in the post-child rearing years and a growth in lifestyle sports. Young Norwegians grow up in a socio-economic context of relative equality between the sexes and high standards of living. An abundance of natural and artificial outdoor and indoor sporting facilities alongside a well-established voluntary sports club sector and an elementary school system that emphasizes physical exercise and recreation, as well as high levels of parental involvement, add to the favourable socio-economic conditions to create seemingly optimal circumstances for sports participation. All these reinforce the sporting and physical recreation cultures deeply embedded in Norwegian society and embodied by the very many middle-class parents in a country which, for the time being at least, remains relatively young in demographic terms. In terms of lessons to be learned for policy towards sports and physical education beyond Norway, there may be grounds for some optimism around parental involvement in children's sport as well as the potential appeal of lifestyle sports. That said, it is likely to be the greater socio-economic equalities in Scandinavian countries such as Norway that make them unrealistic benchmarks for sports participation elsewhere. 相似文献
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The study investigated how well report card grades communicate to students and parents that state educational standards are
being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report
card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received
about student performance from report cards and external assessments were similar (r
s
= .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major
source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort
and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district
types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for
grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement
that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students
who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external
assessment, compared to 30–50% of students who failed to meet the report card standard at least once. 相似文献
78.
Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the specific cognitive correlates of math problem solving across early grade levels (1–4) while controlling for basic calculation skills. As expected, basic calculation skill was a significant predictor of math problem solving across the entire sample. However, the addition of cognitive measures almost doubled the variance explained (R2 = .61). Additionally, only select cognitive variables contributed to the prediction of math problem solving, and these variables change in importance as children develop higher‐level math skills. Results are discussed within a developmental model, which emphasizes the increasing importance of abstract code representations required in higher levels of math performance. 相似文献
79.
Chih-Hsiung Tu Cherng-Jyh Yen Laura Sujo-Montes Gayle A. Roberts 《Educational Media International》2015,52(3):155-172
Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc. 相似文献
80.
Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings. 相似文献